"Feedback: The Most Powerful Tool"from the AER Video Library (http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#)

Feedback is an essential practice of assessment for learning, “a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (Assessment Reform Group, 2002). A substantial body of research identifies assessment for learning as a powerful tool for improving students’ learning (Black, Harrison, Lee, Marshall & Wiliam, 2003).

Assessment for learning differs from assessment of learning in that the information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Teachers who view assessment as integral to learning engage students as collaborative partners in the learning process. This assessment provides precise and timely information so teachers can adjust instruction in response to individual student needs, and so students can adjust their learning strategies or set different goals.

The most powerful single modification that enhances achievement is feedback.Hattie (1992)

﻿How does feedback impact student learning and motivat﻿ion to learn?﻿﻿

What’s in this Segment?﻿The Research (0:37 - 2:58)There is a significant body of research on the impact of feedback on student achievement and motivation to learn.

Feedback can have a significant impact on learning, but this impact can be positive or negative depending on the type, delivery, and timing of the feedback. (Hattie & Timperley, 2007)

Feedback affects students’ motivation to learn and their perceptions about their intelligence and their ability to learn. (Black & Wiliam 1998, Butler, 1988)

Evaluative feedback, (e.g., percentage marks, letter grades) and frequent evaluation can have a negative impact on learning and motivation. (Tunstall & Gipps, 1996, Black & Wiliam, 1998). Even praise, when focused on characteristics of the learner rather that on the characteristics of the work, can have the opposite of the intended effect. (Dweck, 2007)

Descriptive feedback helps students to learn by providing information about their current achievement (Where am I now?) with respect to a goal (Where am I going?) and identifying appropriate next steps (How can I close the gap?) (Sadler, 1989; Stiggins, Arter, Chappuis & Chappuis, 2004, ).

These practices work together to help students become better able to monitor and direct their own learning.

Reflecting on feedback practices (3:44 – 6:11)Consider the following questions as you reflect on your current feedback practices. You may wish to reflect on or discuss each of these by pausing the video at appropriate times.

Do you give clear, concise feedback related to the learning goals? (03:38)

Do you identify what was done well, and what needs improvement? (04:16)

Does your feedback include how they can improve? (04:47)

Are your students expected to act on your feedback? (05:28)

Do you provide the necessary time for them to act on the feedback? (05:39)